A Cross Cultural Analysis of the Geographical Knowledge of U.S., Irish, Israeli, Mexican, and South Korean Business School Students

Autor/inn/en	Hise, Richard T.; Shin, Jong-Kuk; Davidow, Moshe; Fahy, John; Solano-Mendez, Roberto; Troy, Lisa
Titel	A Cross Cultural Analysis of the Geographical Knowledge of U.S., Irish, Israeli, Mexican, and South Korean Business School Students
Quelle	In: Journal of Teaching in International Business, 15 (2004) 3, S.7-26 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
Schlagwörter	Geography Instruction; Human Geography; Foreign Countries; Cross Cultural Studies; Business Education; Knowledge Level; International Trade; Teaching Methods; Ireland; Israel; Mexico; South Korea; United States + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Humangeografie; Ausland; Cultural comparison; Kulturvergleich; Wirtschaftserziehung; Wirtschaftspädagogik; Wissensbasis; Trade; International relations; Handel; Internationale Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Irland; Mexiko; Korea; Republik; USA
Abstract	Geographical knowledge about foreign countries is considered to be a significant factor related to the successful marketing of goods and services in international markets-a not insignificant conclusion by experts given the sizable trade deficits run up by the United States in 2000 ($365 billion), 2001 ($346 billion), and 2002 ($435 billion). Unfortunately, previous research has concluded that U.S. business school students-tomorrow's executives who will make decisions that will impact their firms' international operations-have inadequate levels of international geographical knowledge. This article compares the geographical knowledge of U.S. business school students to that of business school students in four countries: Ireland, Israel, Mexico, and South Korea. The sub-par performance exhibited by the U.S. students and the impact of six independent variables on global geographical knowledge are used to develop a number of pedagogical conclusions designed to enhance the international geographical knowledge of U.S. business school students and students in foreign business schools and overcome the antipathy toward this subject matter that apparently exists within business schools and their various external constituencies. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10